Objective: Discuss the importance of listening attentively to family members as they share observations of child behavior or skills and record the information for considerations in planning activities.
Use the handout to reflect on relationships you have had with professionals in your life (4-3a). What made them positive or negative experiences? How can you bring your own experiences to your work with families? Give at least 3 examples.
This CONNECT module is designed to help students to understand differing perspectives in regards to including children with disabilities environments from early childhood programs throughout the community. Tools and strategies for students are provided to teach about transitioning children with disabilities into their own classrooms. Students are provided scenarios and activities to help gain confidence in their ability to think through what children and parents need in order to create a smooth transition into preschool.
Objective:Students will identify how information provided in a transition profile can provide support to children and their families as they transition into preschool.
(This video is a litle dry but does explain transitioning. You may want to stop at some points to discuss the difference between part c and preschool)
***Suggested videos to complement this activity: These videos provide two points of view concerning transition. Video 2.1 is from the teacher’s point of view and Video 2-2 is from the teacher’s point of view
Activity 2-B -Use Handouts for effective transition planning
After reviewing a sample transition plan (2.1 blandk and 2.2 completed), below, students will identifty how the information provided can support the child and family as they adjust to a preschool environment. Students are provided a handout ( 2.3) to aide them in creating a transition profile for Tamiya, including supports that Tamiya might need to make a smooth transition into preschool.
-This handout is a tool learners can use for transition planning. It is a form to be completed by the sending practitioner and family with questions that can help identify specific skills, needs and supports to help plan for child engagement in the new environment and child’s adaptation to the structure and culture of the new environment.
3 -Compare your ideas with others and discuss what techers need to consider in setting up an appropriate environment for all children.
Activity 2-C
In this activity, learners build from activity one as they view photos of Tamiya’s new classroom and identify the specific physical supports available and areas of need for additional supports to support her adjustment
Objective: Discuss the importance of listening attentively to family members as they share observations of child behavior or skills and record the information for considerations in planning activities.
Resource: CONNECT Module 4: Family-Professional Relationships
Assignment: 1 A.
1. Watch the Videos:
4.1 The Teacher's view point
http://community.fpg.unc.edu/connect-modules/resources/videos/video-4-1
4.2 The Family's view point
http://community.fpg.unc.edu/connect-modules/resources/videos/video-4-2
2. In small groups discuss and decide on the answer to the question- What is the Dilemma?
ACTIVITY GUIDE for FACULTY (OPTIONAL RESOURCE)
http://community.fpg.unc.edu/sites/community.fpg.unc.edu/files/resources/activity-guides/CONNECT-Activity-Guide-4-1a.pdf
Use the handout to reflect on relationships you have had with professionals in your life (4-3a). What made them positive or negative experiences? How can you bring your own experiences to your work with families? Give at least 3 examples.
Assignment 1 B
Special Quest
1. View the Video' Arcelly and Elizabeth'
http://www.vcu.edu/partnership/specialquest(After opening this link, you will find a menu of videos. Choose ‘Arcelly and Elizabeth’ and it will instantly stream)
2. Answer questions from the Guided Viewing:
: http://www.specialquest.org/sqtm/v2s2_viewing_aracelly.pdfSpecific questions for group discusion of the video 'Arcelly and Elizabeth'
Training guide for Arcelly and Elizabeth.docx
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Assignment Two
Resource: CONNECT Module 2: Transitioning in Early Childhood Education (OVERVIEW)
http://community.fpg.unc.edu/connect-modules/instructor-community/dashboards/module-2-transition Primary website for faculty
http://community.fpg.unc.edu/connect-modules/learners/module-2 Primary Website for studentsThis CONNECT module is designed to help students to understand differing perspectives in regards to including children with disabilities environments from early childhood programs throughout the community. Tools and strategies for students are provided to teach about transitioning children with disabilities into their own classrooms. Students are provided scenarios and activities to help gain confidence in their ability to think through what children and parents need in order to create a smooth transition into preschool.
Objective:Students will identify how information provided in a transition profile can provide support to children and their families as they transition into preschool.
Assignment-2:A
Using the CONNECT Module 2: Transitions
1. View the video: Effective Transition Practices
http://community.fpg.unc.edu/connect-modules/resources/videos/foundations-of-transition
(This video is a litle dry but does explain transitioning. You may want to stop at some points to discuss the difference between part c and preschool)
***Suggested videos to complement this activity: These videos provide two points of view concerning transition. Video 2.1 is from the teacher’s point of view and Video 2-2 is from the teacher’s point of view
1min. 55 sec.
http://community.fpg.unc.edu/connect-modules/resources/videos/video-2-1
Activity 2-B -Use Handouts for effective transition planning
After reviewing a sample transition plan (2.1 blandk and 2.2 completed), below, students will identifty how the information provided can support the child and family as they adjust to a preschool environment. Students are provided a handout ( 2.3) to aide them in creating a transition profile for Tamiya, including supports that Tamiya might need to make a smooth transition into preschool.
Review Tamiya's Transition Profile:
http://community.fpg.unc.edu/connect-modules/instructor-community/resources/activity-guides/module-2/CONNECT-Activity-Guide-2-3a.pdf/view
2.1 Sample Transition Profile (Blank)
http://community.fpg.unc.edu/connect-modules/resources/handouts/CONNECT-Handout-2-1.pdf/view
-This handout is a tool learners can use for transition planning. It is a form to be completed by the sending practitioner and family with questions that can help identify specific skills, needs and supports to help plan for child engagement in the new environment and child’s adaptation to the structure and culture of the new environment.
http://community.fpg.unc.edu/connect-modules/resources/handouts/CONNECT-Handout-2-2.pdf/view
Activity for Students: Transition Profile for Tamiya
http://community.fpg.unc.edu/connect-modules/resources/activities/CONNECT-Activity-2-3a.pdf/view1-Now look at the classroom into which Tamiya is transitioning: Hand out 2.5a.
http://community.fpg.unc.edu/connect-modules/resources/activities/CONNECT-Activity-2-5a.pdf/view2- Using all the information you have gathered so far, complete Handout 2.6, Observation Guidke for Initial Class Visit.
h3 -Compare your ideas with others and discuss what techers need to consider in setting up an appropriate environment for all children.
Activity 2-C
In this activity, learners build from activity one as they view photos of Tamiya’s new classroom and identify the specific physical supports available and areas of need for additional supports to support her adjustmentActivity Guide for Faculty
http://community.fpg.unc.edu/connect-modules/instructor-community/resources/activity-guides/module-2/CONNECT-Activity-Guide-2-5a.pdf/viewActivity for Students
1- Using Hand out 2.13, identify how the supports pictured matched Tamiyah's needs as described on the profile 2.2.
(Class or Blackboard Discussion)
http://community.fpg.unc.edu/connect-modules/resources/handouts/CONNECT-Handout-2-13.pdf/view
(Provides feedback from the activity above in the form of identifying physical supports in the same environment the students were given to complete activity 2.5a)
Assignment Two Rubric
OPTIONAL Hand out:
Policy Statement on Transition Practice with young children
http://community.fpg.unc.edu/connect-modules/resources/handouts/CONNECT-Handout-2-9.pdf
This handout provides students with the legal requirements in regard to transitioning services